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Effect of anxiety, response mode, subject matter familiarity, and program length on achievement in computer-assisted learning.

作者信息

Leherissey B L, O'Neil H F, Heinrich D L, Hansen D N

出版信息

J Educ Psychol. 1973 Jun;64(3):310-24. doi: 10.1037/h0034601.

DOI:10.1037/h0034601
PMID:4710952
Abstract
摘要

相似文献

1
Effect of anxiety, response mode, subject matter familiarity, and program length on achievement in computer-assisted learning.
J Educ Psychol. 1973 Jun;64(3):310-24. doi: 10.1037/h0034601.
2
Effect of creativity, response mode, and subject matter familiarity on achievement from programmed instruction.
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Interaction among anxiety, stress, response mode, and familiarity of subject matter on achievement from programmed instruction.
J Educ Psychol. 1971 Aug;62(4):357-64. doi: 10.1037/h0031314.
4
Computer-assisted-instruction performance of student pairs as related to individual differences.
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Learner variables and interpersonal conditions in computer-assisted instruction.
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Locus of control, test anxiety, and student performance in a personalized instruction course.
J Educ Psychol. 1974 Dec;66(6):968-73. doi: 10.1037/h0021543.
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Effects of stress on state anxiety and performance in computer-assisted learning.压力对计算机辅助学习中状态焦虑和表现的影响。
J Educ Psychol. 1972 Oct;63(5):473-81. doi: 10.1037/h0033132.
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Effects of memory support on state anxiety and performance in computer-assisted learning.记忆支持对计算机辅助学习中状态焦虑和表现的影响。
J Educ Psychol. 1971 Oct;62(5):413-20. doi: 10.1037/h0031635.
9
Anxiety, drive theory, and computer-assisted learning.
Prog Exp Pers Res. 1972;6:109-48.
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Effects of manifest anxiety on the acquisition and generalization of concepts from Hullian theory.显性焦虑对基于赫尔理论的概念习得与泛化的影响。
Am J Psychol. 1968 Dec;81(4):574-80.

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Do lorazeam-induced deficits in learning result from impaired rehearsal, reduced motivation or increased sedation?劳拉西泮引起的学习缺陷是由复述受损、动机降低还是镇静作用增强导致的？
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